Download 13.1 - Trimble County Schools

Angela Brown
www.soldierstudies.org
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Civil War
 South was the main battlefield
 South largest casualties
 Hardly a farm or family was left unscarred
 The federal government’s controversial effort to repair
the damage to the South and to restore southern states
to the Union is known as Reconstruction.
 It lasted from 1865 – 1877 and involved 4 presidents.
 The South had been changed forever by the war.
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The Physical Toll
 The war had destroyed 2/3
of the southern shipping
and 9,000 miles of
railroads.
 Farmland, farm buildings,
farm machinery, work
animals, bridges, canals,
levees, roads, factories,
ports, cities all lay in ruins.
 The value of southern farm
property dropped 70%.
Richmondthenandnow.com
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The Human Toll
 The North lost 364,000 soldiers, including more than
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38,000 African Americans.
The South lost roughly 290,000 soldiers, 1/5 th of its
adult white men.
1 out of 3 southern men were killed or wounded.
Many of the survivors were permanently scarred mind
or body.
The North’s decision to destroy southern homes and
property resulted in countless civilian deaths.
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www.historyplace.com
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Southerners’ Hardships
 The postwar South was
made up of 3 major
groups: black
southerners, plantation
owners, and poor white
southerners.
http://www.google.com/url?sa=i&rct=j&q=Civ
il+War+photos&source=images&cd=&cad=rja
&docid=WiiE_YhUzveZdM&tbnid=CffG_5fxr
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Black southerners
 4 million freed people
were starting their new
lives in a poor region
with slow economic
activity.
 Many found themselves
homeless, jobless, and
hungry.
Newsone.com
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Plantation owners
 Slave labor worth $3 billion was lost.
 The Captured and Abandoned Property Act of 1863
allowed the federal government to seize $100 million in
southern plantations and cotton.
 With worthless Confederate money, some farmers
couldn’t afford to hire workers.
 Others had to sell their property to cover debts.
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Poor white southerners
 Many white laborers
could not find jobs due
to the increased
competition from
freedmen.
 Poor white families
began migrating to
frontier lands such as
Mississippi and Texas to
find new opportunities.
www.nwhm.org
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Two Reconstruction Plans
 Peacetime launched new battles so fierce that some
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historians call Reconstruction an extension of the Civil
War.
The fall of the Confederacy and the end of slavery
raised tough questions.
How and when should southern states be allowed to
resume their role in the Union?
Should the South be punished for its actions, or be
forgiven and allowed to recover quickly.
Now that black southerners were free, would the races
have equal rights?
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Reconstruction Plans
 If so, how might those rights be protected?
 Did the Civil War itself point out a need for a stronger
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federal government?
Basic issues concerning the nation’s political system
were at stake.
Yet it was not clear which branch of government had
the authority to decide these matters.
The Constitution was silent.
The Framers had made no provisions for solving the
problems raised by the Civil War.
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Lincoln’s Plan
 Lincoln had begun postwar planning as early as
December 1863, when he proposed the Ten Percent
Plan for Reconstruction.
 The plan was forgiving to the South.
 It offered a pardon, an official forgiveness of a crime, to
any Confederate who would take an oath of allegiance
to the Union and accept the federal policy on slavery.
 It denied pardons to all Confederate military and
government officials and to southerners who had
killed African American war prisoners.
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Lincoln’s Plan continued
 It permitted each state to hold a constitutional
convention only after 10 percent of voters in the state
had sworn allegiance to the Union.
 States could then hold elections and resume full
participation to the Union.
 Lincoln’s plan did not require the new constitutions to
give voting rights to black Americans.
 Nor did it “readmit” southern states to the Union,
since in Lincoln’s view, their secession had not been
constitutional.
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Congressional Reaction
 Congress saw Lincoln’s plan as a threat to
congressional authority.
 Much of the opposition came from a group of
congressmen from his own party.
 The group, known as the Radical Republicans, believed
that the Civil War had been fought over the moral
issue of slavery.
 The Radicals insisted that the main goal of
Reconstruction should be a total restructuring of
society to guarantee black people true equality.
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Radical Republicans
 They viewed Lincoln’s plan as too lenient.
 In July 1864 Congress passed its own, stricter
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Reconstruction plan, the Wade-Davis Act.
It required ex-Confederate men to take an oath of past and
future loyalty and to swear that they had never willingly
borne arms against the United States.
Lincoln let the bill die in a pocket veto.
Lincoln was murdered on April 14, 1865, by John Wilkes
Booth.
The assassination plunged the nation into grief and its
politics into chaos.
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Andrew Johnson
 With Lincoln’s death, Reconstruction was now in the
hands of a one-time slave owner from the South: the
former Vice President, Andrew Johnson.
 Born poor in North Carolina, Johnson grew up to
become a tailor.
 He learned to read and write with the help of his wife
and later entered politics in Tennessee as a Democrat.
 Johnson had a profound hatred of rich planters and
found strong voter support among poor white
southerners.
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Andrew Johnson
 He served Tennessee first
as governor, then in
Congress.
 He was the only southern
senator to remain in
Congress after secession.
 Hoping to attract
Democratic voters, the
Republican party chose
Johnson as Lincoln’s
running mate in 1864.
www.archives.com
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Johnson’s
Presidential Reconstruction
 It pardoned southerners who swore allegiance to the
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Union.
It permitted each state to hold a constitutional
convention (without Lincoln’s 10 percent requirement)
States were required to void secession, abolish slavery,
and ratify the 13th Amendment.
States could then hold elections and resume
participation in the Union.
It reflected the spirit of Lincoln’s 10 Percent Plan but
was more generous to the South.
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www.fordham.edu
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Confederate Pardons
 Although officially it
denied pardons to all
Confederate leaders, in
reality Johnson often
issued pardons to those
who asked him
personally.
 In 1865 alone, he
pardoned 13,000
southerners.
Totallyhistory.com
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The Taste of Freedom
 As politicians debated, African Americans celebrated
their new freedom.
 Booker T. Washington, a future leader in black
education, was nine years old when the news came:
“We were told that we were all free and could go when
and where we pleased. My mother, who was standing
by my side, leaned over and kissed her children, while
tears of joy ran down her cheeks.”
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Freedom of Movement
 During the war, enslaved people had simply walked
away from the plantations upon hearing that a
northern army approached.
 Many freed people took to the roads looking for family
members who had been torn from them by slavery.
 Many couples who had been forbidden to marry under
slavery now found each other and got legally married.
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Freedom to Own Land
 True freedom would come only with economic
independence, the ability to get ahead through hard
work.
 Freed people urged the federal government to
redistribute southern land.
 They argued that they were entitled to the land that
slaves had cleared and farmed for generations.
 Proposals to five white-owned land to freedmen got
little political support.
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Kidsbritanica.com
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Amos Morel, an example
 Small-scale, unofficial land redistribution took place.
 In 1871 Amos Morel, the freedman who stayed on at
the White Hall Plantation, used his wages to buy more
than 400 acres of land.
 He sold pieces to other freedmen and later bought
land for his daughter.
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Forty Acres and a Mule
 In 1865, Union general William Tecumseh Sherman had set
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up a land-distribution experiment in South Carolina.
He divided confiscated coastal lands into 40-acre plots and
gave them to black families.
Soon the South buzzed with rumors that the government
was going to give all freedmen “forty acres and a mule.”
Sherman’s project was highly successful.
However, President Johnson eventually returned much of
the land to its original owners, forcing the freedmen out.
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Freedom to Worship
 In their struggle to survive, African Americans looked
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to each other for help.
New black organizations arose throughout the South.
The most visible were churches.
African Americans throughout the South withdrew
from racially mixed congregations to form their own
churches.
They also started thousands of voluntary groups
including mutual aid societies, debating clubs, drama
societies, and trade associations.
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Freedom to Learn
 Historians estimate that in 1860, 90 percent of black adults
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were illiterate, partly because many southern states had
banned the educating of slaves.
One supporter of black education was Charlotte Forten, a
wealthy black women from Philadelphia.
In 1862, after Union troops occupied Port Royal, South
Carolina, Forten went there to teach.
White teachers, often young women, went south to start
schools.
Some freed people taught themselves and one another.
Between 1865 and 1870, black educators founded thirty
African American colleges.
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The Freedmen’s Bureau
 To help black southerners adjust to freedom, Congress
created the Freedman’s Bureau in March 1865, just
prior to Lincoln’s death.
 It was the first major federal relief agency in U.S.
history.
 It lacked strong support in Congress, and the agency
was largely dismantled in 1869.
 Yet in its short existence the bureau gave out clothing,
medical supplies, and millions of meals to both black
and white war refugees.
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Freedmen’s Bureau
 More than 250,000 African
American students
received their first formal
education in bureau
schools.
 For a time, the bureau also
distributed confiscated
Confederate land to
farmers.
 When President Johnson
returned these properties
to their white owners,
black farmers again found
themselves landless.
www.thomasnast.com
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www.glogster.com
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Essential Questions:
How did Johnson’s Reconstruction plan differ from
Lincoln’s?
2. Describe the challenges faced by three different
groups of southerners after the Civil War.
3. Should the federal government have taken land from
white southerners and given it to former slaves?
Write an argument in support of or in opposition to
this idea.
1.
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